using visual supports to promote language development! kristen kershner
DESCRIPTION
What is communication? Exchange of information between two people Receptive- Listening Expressive- Speaking Receptive normally develops before expressive Frustration occurs when someone can not effectively communicate their needsTRANSCRIPT
Using visual supports to promote language development!
Kristen Kershner
Cooperative Groups Group 1 Group 2
Group 3_Elizabeth Katie Chisholm Erin Dave John Michelle Eryn Annette JenGroup 4 Group 5__
Group 6_ Chris Donna Serena Erika Myriam Kathy Brian Jordan Angela
What is communication?Exchange of information between two peopleReceptive- ListeningExpressive- SpeakingReceptive normally develops before
expressiveFrustration occurs when someone can not
effectively communicate their needs
Promoting CommunicationReceptive Communication-Use visual directions & cuesUse visual rules/behavior systemsUse picture schedules/visual timersExpressive Communication- Sign languageTechnology ( ex. Dynavox)Both-Implement PECS (Picture Exchange Communication System)
Preparing for PECSTake notice of the toys and foods that your child
enjoys, and have them ready for when you begin.
Have small pictures of the desired objects ready.
Two people will be required to assist your child during the beginning phases of PECS, a Communicative Partner and a Physical Prompter
Role of the Communicative Partner (CP)
Entice the child with a desired objectRemain silent while enticing the child with the
desired object.After the child reaches towards you with the
picture, open your hand to receive the picture.Reinforce child within a ½ second of request by
giving the child the desired item. When you give the child the item you can say
the name of the item, and verbally praise them.
Role of the Physical Prompter (P)
Sit behind the child.Wait for them to reach for the desired
object.Take their hand, help them to take the
picture and exchange with the (CP).Please remain silent throughout the entire
process!
Phases of PECSPhase 1-Phase 2-Phase 3-Phase 4-Attributes-Phase 5-Phase 6-
Phase IObjective- The student will approach CP and
exchange a picture for a desired object.
1.) This phase requires two people to assist student. CP should be sitting across from child. P should be sitting behind child.
2.) (CP) should begin by enticing the child with an item that they like. The (CP) should remain silent.
3.) When the child reaches for the item, the (P) should take the child’s hand grab a picture of the item in front of them, and release it into the CP’s hand.
Phase I cont.After receiving the picture, the CP should
immediately give the child the object and say the name of the object. i.e. (cookie!)
The P can fade off when the child can pick up the picture, reach to the CP, and release the picture without assistance.
The CP should fade away open hand as the child progresses. *Goal is 30-40 trials per day. Try Phase I throughout different parts of your child’s day. (play, lunch, dinner)
Phase I VideoVideo 2(2).wmv
PHASE II“Distance & Persistence”
Objective- Teach student to be persistent & travel to CP with picture.
1.) CP should be in front of child. P should be behind child. Communication binder should be placed in front of child with a picture of the desired object.
2.) CP should entice child with a desired object.3.) The child should be able to remove the picture
from the binder and hand to the CP. The CP should given the child the object and say the name of the object. (Cookie!)
PHASE II CONT.4.) When the child is able to remove the picture
from the binder, the CP should move away from the binder (A few feet), and entice the child with an object from a distance.
5.) When the child reaches for the object, the P should help the child pick up the picture, get up, and travel to the CP. The picture should be released to the CP’s hand.
6.) Change the location of the CP, and the communication book throughout this phase.
* DO NOT SAY GO GET YOUR BOOK!
Phase II videoVideo 4 (2).wmv
PHASE III A Discrimination
Preferred item vs. Non-preferred item.This phase only requires a CP.
1.) Place two items in front of student. (1 item that they and 1 that they do not like) i.e. (candy & broccoli)
If the student chooses the correct picture- give them the item & then move pictures around on the book.
If the student chooses the incorrect picture, use the four step error correction procedure on the following page.
PHASE III A 4 step error correction
1.) Model- Point to picture on the book and label
2.) Prompt- Physically prompt your student to give you the picture of the preferred item.
3.) Change- Change the subject- turn the book over
4.) Repeat- Entice with both items again.
PHASE III BPreferred vs. Preferred
1.) Begin with two items that the child likes. 2.) When the child gives you a picture, tell the
child to “Take it.” This is a correspondence check- does the child
discriminate the pictures?If the child exchanges an incorrect picture
block their access to that item, and go back to the 4 step error correction.
PHASE III BAfter the child begins to understand this
phase increase to 3,4, and 5 preferred items. Teach your child that they have to look inside
of their book for pictures that they need.
Phase III VideoVideo 6.wmv
Phase III b. VideoVideo 7.wmv
PHASE IVSentence Structure
CommentingObjective- Student will create a sentence strip
with a sentence starter and picture of desired object (ex. I want cookie)
Phase IV cont.Steps:
1. Remove “I want” icon2. Place it on sentence strip3. Remove picture of desired object4. Place it on sentence strip5. Remove sentence strip6. Hand communication strip to CP7. CP points to each picture and gives opportunity
to respond 8. CP reads sentence strip and gives child desired
object
Phase IV VideoVideo 8.wmv